There are currently no sample responses
for this package. If you are trialling these
assessment packages in your school
please consider contacting the Assessment
Bank Manager. QSA officers will annotate
your student work in the Sample
Responses to exemplify the Standards.
Shape dance
Year 1–2
assessbank.manager@qsa.qld.edu.au.
The Arts — Dance
Students will use direction, level and shape to create a
dance that responds to mathematical shapes and objects.
They will identify, describe and express opinions about their
response on a worksheet.
Context for assessment
Students will consider 2D shapes and 3D objects as the stimulus for creating
movements for a dance. They will use dance elements to structure and express
ideas about shapes and objects.
The Years 1–2 Mathematics assessment What am I? is also located in the
Assessment Bank; this would provide valuable learning and linking experiences
for this Dance assessment.
© The State of Queensland (Queensland Studies Authority) and its licensors 2007.
All rights reserved. Please read the copyright notice on our website: www.qsa.qld.edu.au
QCAR Assessment Bank — Teacher guidelines
This assessment gathers evidence of learning for the following Essential Learnings:
The Arts
Essential Learnings by the end of Year 3
Ways of working
Knowledge and understanding
Students are able to:
Dance
Dance involves using the human body to
express ideas, considering particular
audiences and particular purposes, through
dance elements in movement phrases.

select ideas for arts works, considering
particular audiences and particular
purposes, using arts elements and
languages

create and shape arts works by
combining arts elements to express
personal ideas, feelings and
experiences

respond to arts works and describe
initial impressions and personal
interpretations, using arts elements
and languages.

Gross motor movements, including locomotor
and non-locomotor, are used to create actions
for movement phrases.

Directions, levels, shapes and pathways are
used to move in space within movement
phrases.

Structuring devices, including repetition and
narrative forms, are used to organise
movement phrases.
Assessable elements

Knowledge and understanding

Creating

Responding
Source: Queensland Studies Authority 2007, The Arts Essential Learnings by the end of Year 3, QSA, Brisbane.
2
Year 1–2 The Arts — Dance: Shape dance
Suggested learning experiences for students before attempting this assessment.

Conduct a “shape walk” around the school, identifying shapes and objects in the local
environment.

Respond in movement to visual illustrations of shapes and objects.

Experiment with and use 2D and 3D mathematical shapes to inspire dance elements (direction,
level, shape).

Experiment with locomotor or travelling movements (e.g. walk, run, skip, hop) to link sections of
movement.

Explore and experiment with dance ideas while working in pairs.

Develop simple performance skills — flowing and linking movements, and making a clear start
and finish.

Develop simple linking of ideas into a movement sequence.

Identify, describe and express opinions about the dance elements of direction, level and
shape.
If the class has already completed the Year 1–2 Mathematics assessment What am I? students
could revisit previous activities.

Describe shapes and objects.

Write poems, rhymes and instructions about shapes and objects.

Create movement phrases using poems, rhymes and instructions.

Physically construct shapes or objects in space using ropes, ribbons and the body.
Teacher resources
Appendix A
The Arts — A creative process
This resource describes the creative process, as it relates to the Arts. You may
find this a useful resource when introducing the concept of creating as a process
to your students.
Appendix B
Dance classroom management
This resource gives guidelines for managing a dance classroom, covering
organisation, preparation for movement, and safety considerations.
3
QCAR Assessment Bank — Teacher guidelines
Preparing
Consider these points before implementing this assessment.

If possible, record the performance and work in progress on video so that students can watch
themselves as a form of feedback. Digital photographs could also be taken during the creative
process to highlight shapes created, or even provide stimulus for further ideas.

Access to mirrors for viewing body shapes would provide direct visual feedback for the
students. Using an overhead projector to light a classroom space would allow students to
experiment with shadows and shape-making. This would enrich the creative process for this
dance-making activity.

Resources for the assessment and the students’ activity sheets from the Student booklet may
be photocopied onto A3 paper for use in the classroom.

You will need to prepare a safe working environment — a large uncluttered area where
students can move safely without bumping into each other, the walls or furnishings. Read
through “Organising a dance classroom” in the resource, Appendix B: Dance classroom
management, for guidelines.

A warm-up and cool-down is an essential part of any movement lesson. The resource,
Appendix B: Dance classroom management, has suggested activities you may wish to use.

Be sensitive to issues that may arise as students critique their own work and that of other
students. It may be useful to develop a list of appropriate and “safe” words that students can
use to describe dances. This will help increase students’ Arts vocabulary and allow them to
show empathy toward others. Appendix F, Dance word bank, is a good starting point for a word
bank. Brainstorm ideas with students and add to this list.
4
Year 1–2 The Arts — Dance: Shape dance
Sample implementation plan
This table shows one way that this assessment can be implemented. It is a guide only — you may
choose to use all, part, or none of the table. You may customise the table to suit your students and
their school environment.
Suggested time
Student activity
Teacher role
Section 1. The shape dance
60–80 minutes
Working in pairs, students complete Organise pairs and space.
Section 1 of their Shape dance
Guide students through Appendix C: Creating
worksheet, then create their first
my shape dance.
dance sequence.
Provide students with appropriate protocols for
They get feedback from another pair
feedback and classroom behaviour.
or the teacher.
Move around the group assisting where
Students repeat the process for
necessary.
Sections 2 and 3 of the worksheet.
Encourage students to use a variety of direction,
Students link their three dance
level and shape options in their dance.
sequences with travelling steps to
create their shape dance.
Check for clarity and fluency of linking in the
dances.
20 minutes
Students present dances to the rest
of the class.
Designate clear performance and audience
areas for students.
They will repeat their dance twice,
performing it as one continuous
sequence.
If possible, video students to provide them with
visual feedback.
Section 2. Shape dance reflection
20 minutes
Students complete the Shape dance Check for understanding, and assist students
reflection sheet in the Student
where necessary.
booklet.
Resources for the assessment
Appendix C
Creating my shape dance
Use this resource to guide students through the shape dance creation process.
Appendix D
Ideas for creating triangle shapes at different levels
Use this resource to demonstrate ways that students can create shapes.
Appendix E
Performance and audience etiquette
Use this Y-chart graphic organiser to encourage students to think critically about
performing dance and being an audience member in their classroom. This chart
helps students to identify appropriate behaviours for achieving a positive
environment using “looks like”, “sounds like” and “feels like”.
Appendix F
Dance word bank
This chart lists appropriate and “safe” words that students can use to describe
dances. Brainstorm ideas with students and add to this list.
5
QCAR Assessment Bank — Teacher guidelines
During the learning process, you and your students should have developed a shared
understanding of the curriculum expectations identified as part of the planning process.
After students have completed the assessment, identify, gather and interpret the information
provided in student responses. Use only the evidence in student responses to make your judgment
about the quality of the student learning. Refer to the following documents to assist you in making
standards-referenced judgments:

Guide to making judgments

Indicative A response

Sample responses (where available).
Making judgments about this assessment
Performance skills will not be assessed; only the dance itself and how it displays the dance
elements will be assessed. Teachers will need to monitor the involvement of both students in the
pair to ensure that each contributes to the creative process.
For further information, refer to the resource Using a Guide to making judgments,
available in the Resources section of the Assessment Bank website.
Evaluate the information gathered from the assessment to inform teaching and learning strategies.
Involve students in the feedback process. Give students opportunities to ask follow-up questions
and share their learning observations or experiences.
Focus feedback on the student’s personal progress. Emphasise continuous progress relative to
their previous achievement and to the learning expectations — avoid comparing a student with
their classmates.
For further information, refer to the resource Using feedback, available in the
Resources section of the Assessment Bank website.
6
Appendix A
The Arts — A creative process

Creating is an important aspect of The Arts.

It is essential that students are taught how to create,
rather than just being asked to create.

The creative process is iterative.

Students' creative skills develop over time.
Appendix B
Dance classroom management
Organising a dance classroom
For a dance lesson to be a positive experience for all, consideration needs to be given to the
space where the lesson is to take place, as well as the way the lesson is conducted.
 Clear the space of any desks, chairs and other moveable objects, so that all students are
able to move freely, on their own or in small groups in the space, without bumping into
others or objects.
 Ideally, a bare wooden floor, not lying directly in contact with concrete, is the most suitable
flooring for dance. If a carpet-covered, concrete floor is all that is available, it is advisable
that no jumping action takes place.
 When using media equipment, it is important that it is on a table or shelf out of the way of
the movement that is taking place. Be aware of the volume of the accompanying recorded
or live music. If the music is too loud students will not be able to hear teacher instructions,
there will be risk of voice strain, and nearby classes will be interrupted.
 The duration of a dance lesson should run approximately 35 to 45 minutes. This time does
not include set-up and pack-up time. The actual number of activities in a lesson will depend
on how much development or expansion of the activities takes place.
 It is beneficial to revisit movement sequences or activities from previous lessons, so that
students build their movement vocabulary.
 If students are required to remove their shoes, establish a place for the shoes that is out of
the way of the movement.
 Encourage the students to wear clothing that is not restrictive, is modest, and offers
protection from the sun if dance is to take place outdoors.
Preparation for movement — warm-up and cool-down
Prior to beginning any movement lesson, a warm-up is essential. An ideal warm-up should
involve visual and verbal instructions from the teacher. During warm-up exercises it is important
that each student is able to follow teacher instructions.
Warm-up could include:
 simple stretching and bending movements that involve the entire body
 small gentle movements that isolate and prepare joints such as ankles and wrists
 locomotor and non-locomotor aerobic exercises that raise heart rate and increase blood
circulation.
The warm-up should be connected to the content or stimulus of the lesson to develop the
understanding that warm-up is preparation for movement and not an isolated experience. Using
music that reflects the stimulus of the lesson, or incorporating simplified versions of movements
the students may use in the lesson, is an easy way to do this.
During the cool-down, students should stretch slowly using movements that reflect the content
of the lesson in addition to familiar movements from the warm-up. Encourage students to reflect
on what has occurred during the lesson.
Safety considerations
Students should:
 respect other students; allow them enough room to move without bumping into each other
 remove shoes so that other students are not injured while moving on the floor
 remove socks if the floor surface is slippery
 not make physical contact with other students unless specifically requested by the teacher
when performing partner or group activities
 be aware of the objects around the room that may need to be avoided — for example, the
edges of desks, chairs, windows or doorways.
Adapted from “Dance classroom management”, The Office of the Queensland School Curriculum Council 2002.
Appendix C
Creating my shape dance
Think
1. Collect your Shape dance worksheet from your teacher.
2. What directions, levels and shapes could you use for the
first shaded section of the worksheet?
3. Circle your ideas on your Shape dance worksheet.
4. Try moving with the direction, level and shape you have circled.
5. Show your sequence to another pair of children (or your teacher). Discuss:




Think
Did the movements match with your selections?
Was it a wide shape or object?
How well did you and your partner move in the shape or object at the
direction and level chosen?
Can you offer some other ideas or suggestions that might help?
After listening to feedback, experiment with other ideas or suggestions and
then select the direction, level and shape that work best for the first section.
Think
6. Complete Section 2 and Section 3 on the Shape dance worksheet.
Show your sections to another pair (or your teacher) to receive feedback.
After listening to feedback, select the direction, level and shape that work best
for each section.
7. Organise your three sections to form a short movement phrase. Link your sections
together with your choice of travelling steps (e.g. run, jump, march).
This short movement phrase of shape sections linked together is your shape dance.
You will be performing it twice as one continuous dance.
8. Dance your shape dance.


Do the shapes, directions, levels and travelling steps link together to make
the dance flow?
Do you like it? Could it be better? Are there changes you would like to make?
9. Decide what you would like to change.
Go through the creating steps as many times as you need!
Think
Appendix D
Ideas for creating triangle shapes at different levels
Appendix E
Performance and audience etiquette
Performance etiquette
Looks like …

dance, with movements flowing together;
no stops and starts unless planned

clear, still starting position

clear, frozen pose to end the dance
Sounds like …


Feels like …
quiet, so dancers can concentrate
and focus on their dance

excited, worthwhile, valued

positive comments and praise
for dancers
motivated, engaged, happy

comfortable in performing,
purposeful, satisfied
Audience etiquette
Looks like …

people watching attentively

everyone is quiet and respectful

audience is seated, focused and
looking towards performers
Sounds like …

quiet during performance

praise and encouragement with
clapping at end of performance

positive, respectful comments
Feels like …




everyone is valued
all students make
worthwhile contributions
audience is motivated,
engaged and interested
performers try their best
Appendix F
Dance word bank
Words for performance
strong
energetic
powerful
gentle
smooth
fast
slow
graceful
interesting
exciting
controlled
concentrating
linked
Words for the dance
low-level
medium-level
high-level
forwards
backwards
sideways
diagonal
in a circle
stretched
zig-zag
angular
round
sharp
long
curved
open
small
big
twisted
bent
Mathematical shapes and objects
triangle
rectangle
cube
cone
pyramid
star
circle
cylinder